student teacher/intern handbook · 2017. 1. 17. · student teacher/intern handbook policies and...
TRANSCRIPT
1
University of Wisconsin – Green Bay
Professional Program in Education
February 2015
Student Teacher/Intern Handbook Policies and Guidelines for Student Teaching/
Internship Experiences
2
Education Department Directory
Office: Wood Hall 430 Phone: (920) 465-2137 Fax: (920) 465-2232
Undergraduate Program
Mail: University of Wisconsin-Green Bay Professional Program in Education 2420 Nicolet Drive Green Bay, WI 54311-7001
Chair: Tim Kaufman 465-2137 Academic Department Associate: Amy Bartelme 465-2566 University Services Associate: Linda Collins 465-2137 Admissions Advisor: Jamie Tyrrell 465-2835 Student Teaching Coordinator: Jamie Tyrrell 465-2835 Cooperative Graduate Programs (Milwaukee/Oshkosh):
Tim Kaufman 465-2003
Professional Program in Education Faculty
Scott Ashmann 465-2052 Mary Gichobi 465-2973
James Coates, Jr. 465-2857 Tim Kaufman 465-2003 Mark Kiehn 465-2057 Steven Kimball 465-2964
Art Lacey 465-2898 Pao Lor 465-2426 Karen Eckardt 465-2076
Christin DePouw 465-2149 Linda Tabers-Kwak 465-5075
Aurora Cortes 465-2237 Department Faculty serves as advisors to Education students. Faculty advisors are assigned to students when the student has been fully admitted to the Education program.
3
Mission/Vision Statement of the UW-Green Bay Professional Program in Education
The Professional Program in Education seeks to inspire and prepare future educators by
cultivating knowledge, skills, and dispositions to improve the learning of students, nurturing a
profound respect for the dignity and diversity of all learners, and guiding the development of
critical thinking, reflective practice, and decision-making based on data. In keeping with this
mission, the following integrated themes are evident in this course:
A commitment to effective communication and ethical decision making
Proficiency through performance based assessment
Environments that promote inquiry as the basis the authentic learning
The integration of technology
A strong focus on content and pedagogy
Clearly identified standards for practice and performance
A shared vision of teaching excellence
GENERAL EXPECTATIONS AND INFORMATION
As a present or future pre-service teacher in the Professional Program in Education at the
University of Wisconsin-Green Bay, you now represent the teaching profession.
Your behavior and attitude in classes and professional settings reflect on the Education
Program. As a professional, you are expected to come to all classes prepared to participate,
extend your learning beyond the classroom and text, dress appropriately during field
experiences, commit yourself to following an educational philosophy, and be an open-
minded and active learner.
1. Students with Disabilities: If you need special accommodations in order to meet any of
the course requirements, please contact me no later than the second class period.
2. Students are responsible for checking their UW Green Bay email regularly for course-
related messages.
3. University and department policies for religious observance, academic misconduct,
complaint, grade appeal, and sexual harassment will be followed.
4
University of Wisconsin Green Bay
Education Program Policies
Student Teaching Policies The student teacher/intern is not assigned to schools in which a spouse or parent of the student
teacher or intern is employed as a professional educator or administrator.
The student teacher/intern is not assigned to schools in which siblings or children of the student
teacher or intern are enrolled.
The placement and supervision of a student teaching assignment outside of the 50-mile radius
may be requested. An administrative fee of $500 to cover extra travel expenses will be the
responsibility of the student.
The student teaching placement may be for two 9-week terms or one 18-week term depending
on the preference of the school district, the cooperating teacher, and the major/minor fields of
certification.
The placement will not be changed unless the change is requested by the cooperating teacher
and/or the principal.
The student teacher/intern will follow the calendar of the school in which the placement(s)
occur(s). This calendar will differ from the University calendar.
The student teacher/intern will follow the daily schedule for contracted teachers of the school.
Duration of the Student Teaching or Teaching Intern Assignment
For most student teachers, a minimum of twelve (12) credits of student teaching plus a two (2)-
credit Student Teacher/Intern Seminar is required for completion of a certification program in
elementary or secondary education at UWGB. This normally requires a minimum student teaching
assignment of full days for the duration of a normal K-12 school semester or with the approval of
the Wisconsin Department of Public Instruction, an acceptable equivalent. For students who have
to student teach in more than one subject and/or grade, the student teaching experience would
included about nine (9) weeks for six (6) credits in one placement and a second nine (9) weeks for
six (6) credits in the other placement. A student teacher or intern who begins an assignment in
the fall should plan to attend all appropriate school in-service and other meetings which normally
occur in the week preceding the beginning of the school year. A teaching intern who has a
confirmed spring semester intern assignment should also attend the August in-service meetings.
The Student Teacher/Intern
The student teacher/intern will be subject, at all times, to the supervisory authority of the principal
of any school building involved and to the administrative personnel of the school district with
respect to teachers generally. Within the classroom and at all school functions, the student
teacher/intern shall be subject to the rules and regulations of the school and shall be under the
5
direction of the cooperating teacher. The cooperating teacher may leave the classroom with the
student teacher/intern in charge of the class, but the cooperating teacher shall, at all times, retain
the supervisory responsibility and control over the class and the program of instruction.
During the student teaching experience, the student teacher/intern should be given the opportunity
to teach in a variety of situations including large groups, small groups, and on a one-to-one basis.
If the cooperating teacher uses a specific teaching model, the student teacher/intern shall be
introduced to the model and guided in its use.
The student teacher/intern should be responsible for a full teaching day for at least two weeks
(though not necessarily in a continuous block) during each quarter on the student teaching
assignment. While it is important that the cooperating teacher regularly observe the teaching of a
student teacher/intern, it may be advantageous for the cooperating teacher to be absent from the
room at times so that the student teacher has the experience of teaching independently.
During the period of assignment, the student teacher/intern is expected to follow the calendar and
daily school hours established for regular teachers in the school. Exceptions must have the express
approval of the cooperating teacher, the appropriate administrator of the school or school system,
the Coordinator/Director of Clinical Experiences in Education, and the Wisconsin Department of
Public Instruction.
Responsibilities of the Student Teacher/Intern Pursuant to rules established by the Wisconsin Department of Public Instruction and implemented
by the UW Green Bay Professional Program in Education, student teachers and interns will be
required to
1. Abide by standards of professional decorum established by the local education agency
(schools and school districts) for personal comportment in interactions with students, staff,
administrators, and community members.
2. Design and deliver instructional exercises and evaluate their teaching effectiveness as
directed by the local education agency and the UW Green Bay Professional Program in
Education.
3. Maintain records of the instructional exercises (i.e. logs, lesson plans, grade books, policies
and as requested by the cooperating teacher and university supervisor.)
4. Agree to be observed by the cooperating teacher and university supervisor and participate
in evaluation activities as deemed appropriate by these individuals.
5. Abide by the calendar and daily school hours established for regular teachers in the school.
6. Student teachers and interns may not serve as substitute teachers while completing student
teaching.
7. Maintain a portfolio as per Wisconsin Teacher Standards.
6
Expectations for the Student Teaching/Interning Experience As a professional, you are expected to put in as much time as is necessary to complete your
responsibilities as a teacher. At the very least, you are expected to follow the schedule for
district/building teachers and arrive and depart when they are required to arrive and depart. You
are expect to participate in any functions required for teachers.
1. Be punctual. Tardiness is never acceptable. Habitual tardiness is not tolerated and would
be grounds for dismissal from student teaching. Absences are not expected; however,
illness is unpredictable. Absences of more than two days per placement need to be
discussed with the student teaching coordinator at UWGB as well as the cooperating
teacher. ALL absences must be reported according to the school policy, notifying the
cooperating teacher as discuss. The student teaching coordinator at UWGB should also
be notified of every absence.
2. Follow dress code for teachers.
3. Maintain a planbook and/or lesson plan book.
4. Write detailed lesson plans on a regular basis. Keep plans in binder for future reference.
Have lesson plans available to the university supervisor and to the principal when
requested.
5. Create learning center/bulletin board/teacher-made game, etc.
6. Design a curriculum unit of study/theme unit/integrated unit, etc.
7. Organize a portfolio of student work samples/collection of student essays/take pictures of
students’ projects, etc.
8. Observe students to gain an increased awareness of the emotional, intellectual, and physical
characteristics of children and youth. Use this knowledge when developing learning
experiences for them.
9. Maintain confidentiality of all records pertaining to students.
10. Collect samples of assessment/teacher-made tests/portfolio assessment process, etc.
11. Keep a journal/reflections/diary. Write reflections in day planner or on each lesson plan.
This is not mandatory, but a highly encouraged suggestion.
12. Create a video of one of your lessons. Analyze/reflect on your performance. Follow
school policy about photographing and recording students in video or digital formats.
13. Visit other classrooms and special area teachers (minimum of three is suggested) to
observe teachings and teaching styles. Arrange with teachers with cooperating teacher’s
permission.
7
14. Participate in all teacher duty schedule/study halls/playground duties, etc.
15. Consult with the cooperating teacher and review student records for special needs, if
permitted.
16. Correct and assess student work in a variety of ways.
17. Attend parent conferences and observe the cooperating teacher.
18. Attend faculty meetings with the cooperating teacher.
19. Participate in professional development with the cooperating teacher.
20. Familiarize yourself with the school, its philosophy, structure, materials, and community,
and the school’s policies for regularly employed staff.
21. Follow school policies for use of school-owned equipment and supplies.
22. Keep confidential any information that is given to you about students, faculty
administrators, or your supervisor.
23. Maintain ethical conduct in all aspects particularly in the teachers’ lounge. Do not speak
in disparaging terms about a member of the staff, the student body, school patrons, the
administration or another student.
24. Assume the role of a teacher in the community.
25. When attending faculty meetings, do not speak out in an inappropriate tone of voice. Offer
suggestions or input if asked but remember that you are not an authority on the subject.
26. Do not use language that is inappropriate (swear words, suggestive innuendoes, sexual
connotations.)
27. Do not have any physical contact with a student.
28. During any physical altercation, you are not to physically put your hands or body upon a
student, unless there is physical harm possible to another student and/or to yourself. Even
in such a case, you are to restrain, not attack the offending individual. You can and MUST
verbally tell students to “STOP” any and all physical altercations. Also remember, that if
you are the lone adult authority present, send a student to the office for immediate
assistance.
*Note: Students should check with the main office of each school in which they participated to
get the official policy for the school district concerning student behavior and proper policy in
dealing with such incidents.
8
Substitute Teachers/Interns as Substitute Teachers Student teachers and teaching interns do not have regular teaching licenses; and therefore, under
the Wisconsin Statutes, they may not serve as substitute teachers in the public schools of
Wisconsin. The student teacher understands that local education agencies do NOT permit
unlicensed student teachers to serve as substitute teachers at any time nor are licensed intern
teachers permitted to assume responsibilities beyond the limits of an approved internship plan.
The student teacher understands that paid substitute teaching cannot be substituted for student
teaching. If the student teacher is a licensed substitute teacher and wishes to terminate the student
teaching experience to work as a substitute teacher, the student will be required to complete student
teaching during the next term if the student wished to receive a teacher certification
recommendation.
Absences
Student teachers are to be in attendance for the entire school day and are to assist in co-curricular
activities as may be suggested by the cooperating teacher and university supervisor. In the event
of emergency absence, it is the responsibility of the student teacher/intern to notify the cooperating
teacher, university supervisor, coordinator of student teaching, and/or building principal as much
in advance as possible. In the event of an absence, the student teacher must be sure that
all lesson plans, books, and materials are available to the cooperating teacher at the
school.
All absences must be approved by the cooperating teacher, university supervisor, and coordinator
of student teaching. Student teachers must notify all appropriate people when the absence occurs.
Plans for non-emergency absences should be discussed with and approved by the cooperating
teacher, university supervisor, and coordinator of student teaching well in advance. An example
of a legitimate non-emergency absence would be to attend a job interview or to serve on a jury;
however, these absences must be limited and many not exceed the allowance for absences.
Personal appointments should be scheduled after school or during breaks.
Students may not miss more than two and one-half days per quarter during the student
teaching/internship experience for any reason. This is not cumulative to the next quarter.
Student teaching assignments may be extended for absences due to prolonged illness and/or
unexcused absences or will be terminated and completed when the student teacher has recovered.
Prolonged illnesses and/or absences should be discussed with the student teaching
coordinator. Special circumstances need to be discussed with the cooperating teacher,
university supervisor, and student teaching coordinator immediately. A mutual decision will
be made concerning the feasibility of extending the student teaching placement.
Tardiness is unacceptable. Student teachers should report to school no later than the same time
teachers are expected to be at school. Cooperating teachers are asked to make a note of tardiness.
If this is a problem, it should be reported to the Student Teacher Coordinator after the third
occurrence.
9
Work Stoppage If a work stoppage (job action, slow down) occurs in a cooperating school system where UWGB
students are assigned as interns, student teachers, or for other field experiences in Education, it is
the policy of the Faculty in Education and the University of Wisconsin Green Bay, that such
students be declared non-participants to either party involved. During this period of time when
the schools are closed or when they are declared open without resolution of the conflicting issues
between the Board of Education and the local teachers’ association, the students will not report to
the school but will report to the UWGB Campus. Upon consultation with the concerned parties, a
change may be made in the assignment location or duration as may appear necessary or desirable
in order that the objectives of the assignment will be achieved. The final decision in such cases is
the responsibility of the UWGB Faculty in Education.
This policy is declared not to favor one side or the other but to realistically recognize the student’s
status as a non-participant in the negotiation process and as a temporary assignee to the school
system, and further, to protect all parties in the clinical programs from conflict and concern.
Liability To date, there have been no incidents where elementary or secondary school students have been
injured while under the supervision of a UWGB student teacher, intern, or student assigned to a
school for other field experiences in Education. There are, however, several legal assumptions
that can be stated:
1. Liability may be the responsibility of the UWGB student assigned to the school.
2. Liability may be the responsibility of the regular members of the cooperating school
system’s professional staff who have agreed to supervise UWGB students with or without
increased compensation, or who at the time of the injury are supervising a student teacher,
intern, or other student(s) assigned for field experiences in Education.
3. Liability may be institutional in character in that the responsibility might rest with:
a. the local school district which authorized the assignment of the UWGB student, or
b. the University of Wisconsin Green Bay, which was involved in the selection and
assignment of the student.
All UWGB students who are assigned to schools as intern teachers, student teachers or for any
other assigned field experience are covered as agents of the University under the State of
Wisconsin liability program within the limits established by State Statutes. This coverage includes
legal costs, bond and other expenses incurred in connection with the defense or settlement.
Students are protected by State automobile liability coverage when driving State-owned
automobiles providing the vehicle is being used for the purposes for which it was assigned to them
and they have an approved student driver authorization form on file with the University Risk
Management Office. Unauthorized persons are not allowed to ride in State –owned vehicles. The
presence of such persons in a State car can jeopardize the insurance coverage on the car and the
person driving it.
In addition, students should be covered by their own policy or a policy from a professional
organization for liability insurance.
10
Timeline for Student Teaching
University of Wisconsin Green Bay
Student teaching is the final supervised field experience for students seeking teacher
certification. Learning to teach is a gradual process which includes observing teachers, preparing
lesson plans and classroom activities, implementing the prepared lessons, assessing students, and
assessing the performance of the student teacher to provide feedback for improvement. To make
the student teaching experience as beneficial as possible, we suggest the following timeline as a
GUIDE to assist you in your student teaching planning. While this timeline is provided as a guide,
students may feel ready to accept more responsibility sooner. This is a mutual decision between
the cooperating teacher and the student teacher. It should be noted, however, that the student
teacher cannot fill in as a substitute teacher. The student teacher should be providing assistance
to the classroom teacher while learning the role and responsibilities of the classroom teacher.
Week 1 Become acquainted with the school, staff, and students. Meet the teachers and
administrators. Begin attending school activities include staff, unit, and committee meetings
as well as PTO meetings and student activities. Learn the students’ names and classroom
procedures. Begin planning and preparing for one class. Discuss lesson planning with the
cooperating teacher. Observe the cooperating teacher and assist in daily teacher tasks such as
grading papers.
Week 2 Develop and implement lesson plans in one class period. Assist with planning all other
classes. Assist the cooperating teacher with daily duties. Assist with one-on-one instruction
and small group instruction.
Week 3 Completely take responsibility for one or two more class periods a day. Cooperatively plan
and teach a second period with your cooperating teacher. With guidance from the
cooperating, develop your own teacher-made tests and worksheets.
Week 4 Begin teaching two or more class periods a day adjusting the teaching load as the cooperating
teacher feels it is appropriate. Develop and implement plans for lead teaching as appropriate.
Complete a self-assessment. Prepare for and complete mid-term evaluation with your
cooperating teacher and university supervisor.
Week 5 Begin lead teaching all classes if schedule has not already been adjusted. Prepare grades for
students.
Week 6 Continue teaching all classes as recommended by the cooperating teacher. Observe another
teacher when schedule permits.
Week 7 Continue teaching all classes as recommended by the cooperating teacher. Continue
cooperative planning and observations of other teachers as time permits.
Week 8 Reduce teaching load by one or two class periods a day; continue cooperative planning and
observations. Prepare for final evaluation. Complete a self-assessment.
Week 9 Prepare for and complete final evaluation with your cooperating teacher and university
supervisor. At cooperating teacher’s direction, reduce teaching load to permit cooperating
teacher to assume control of classroom. Resume role as an observer and assistant to your
cooperating teacher. Continue to grade papers and assist teacher in small group or one-on-
one instruction. Return all classroom materials to the cooperating teacher. NOTE: Student
teachers are expected to be involved at school through the end of the quarter and the semester
or the end of the school year. The actual number of weeks in either placement may vary due
to trimester schedules in some schools. If there are questions, please contact the Student
Teaching Coordinator at UWGB at 920-465-2566.
By Wisconsin State Statute 118.19(3)(a), “each student in the program is required to completed student teaching consisting of full days for a full semester following the daily schedule and semester calendar of the cooperating school.”
11
imeline for Student Teaching.7/15/06
The First Week of Student Teaching/Interning
1. Did you meet principal, counselor(s), secretaries, nurse, custodial staff, etc?
2. Did you get the class schedule?
3. Did you get the school calendar?
4. Did you get the school handbook? Study the school philosophy and goals, emergency
procedures, fire drill procedures, policies on discipline, dress code for students, and dress
code and policies for teachers including what time to arrive and leave for the day.
5. Do you have a school and/or building map?
6. Find out where to park? Do you need a name tag?
7. Do you have the phone numbers for your school principal, cooperating teacher, university
supervisor, and the student teaching coordinator? You must call me and your
cooperating teacher if you need to be absent for any reason.
8. What extra duties are expected of you?
9. What extra-curricular activities and student organizations are available to the students?
10. What is the nickname of the school teams and mascot?
11. What is the school culture and community like?
12. Where did you start teaching in relation to the curriculum at the school?
13. What can you do to improve the next day?
14. Get a copy of the daily schedules, class lists, and seating charts used by your cooperating
teacher.
15. Examine the Curriculum Guides, Teacher’s Plan Book, Teacher’s Manual and Text,
Grade Book or Online Grading System.
16. Find out what the school has available for technology and instructional support
materials. What will you be able to use? Find out how to make arrangements for its use.
17. Find out what the policies are for communication with parents—any special forms.
18. Discuss the disciplines policies for the school and the classroom with your cooperating
teacher.
12
How To Be A Successful Student Teacher/Intern
Congratulations! You are embarking on the final field experience prior to entering the teaching
profession. You are now the teacher! As a student you worried about earning good grades,
spent long hours doing homework and taking tests. As a teacher, you are now facing students
with those same worries. You are now preparing informative lessons, making up tests, assessing
students’ progress, and communicating with their parents. You will influence the performance
of a student in the classroom and may have a long-term effect on their lives. You may even
inspire a student to become a teacher.
The following information will help you prepare for the first week as a teacher and help you as
you complete your student teaching/interning experience.
You may have a lot of anxiety and apprehension about your new environment. Be pleasant
and polite to everyone. Don’t forget to smile.
Be enthusiastic about the prospect of teaching. Show your cooperating teacher that you are
energetic and anxious to learn. Volunteer to help in any way right away. The sooner you
become involved, the sooner you will become comfortable with the new situation.
Be punctual. We suggest that you are at school 15 minutes earlier than the teacher and leave
15 minutes later than the teacher. This shows that you are eager to begin and conscientious
about preparing for the day. (Keep this in perspective—some teachers report to their
classroom by 6 a.m. If you report earlier than that teacher, you may not get into the
building.)
Be punctual for school and for class. Students will model your behavior.
Dress like a professional. Dress for where you want to be; not for where you are. Many
successful teachers dress like their principal. If you want the students to treat you with
respect as a teacher, you must look like a teacher. How you look can determine how you will
be treated. It may not be right that people are judged by how they dress, but Harry Wong
says in How to Be an Effective Teacher, The First Days of School, that research shows “that
the clothing worn by teachers affects the work, attitude, and discipline of students. You dress
for main effects: respect, credibility, acceptance, authority.”
Don’t be afraid to ask questions. This is a time for learning. Student teachers often think
they will look stupid if they ask questions. It is better to know the answer than to do
something incorrectly or inappropriately and have to go back and correct it.
Learn the students’ names as quickly as you can. Students feel that you show any interest in
them by learning their name.
Always use good grammar and spell things correctly particularly on notes and papers sent
home to the parents.
Write legibly or print. You will be writing on the board or overheads periodically. Write
large enough so the students can read it. Practice! Write on the board and go to the back of
the room to see if you can read it!
Stay calm even if things don’t go well. Tomorrow is another day and you can start over.
Observe all school policies related to teachers.
Do not get caught up in the gossip in the teacher’s lounge. Do not criticize your cooperating
teacher to another teacher or criticize other teachers in the school. This is unprofessional
behavior.
13
RESPECT the confidentiality of all student records and information. Shred any confidential
information when disposing of it.
Do not discuss children, teachers, principals, etc. outside of your classroom.
Be a sponge! Soak up everything that you can about your experience.
Network with other teachers and become part of the school community.
Be open-minded; be flexible.
Do not be opinionated. Do not be a know-it-all. Listen and Learn!
Be helpful and active.
Don’t say “Our university professor said to do it this way…..” You can say, “Thank you for
the idea; I learned a different way, but I will try it that way.”
If you are encouraged to try out some of your ideas, please do so. However, some teachers
are reluctant to try new things. They are happy with the way things are. Be patient and
accepting. Remember that you are a visitor in another person’s classroom. They are in
charge.
Be cautious if you notice unusual behavior in a child. If they are drawing pictures with a
depressing theme continually, there could be a problem. Check with the cooperating teacher
and/or the guidance counselor.
Communicate often with your cooperating teacher. If there seems to be a personality
difference, follow their lead. Do not push! Do not argue! Observe and Absorb!
When you have your own classroom, you can try out your ideas!
If you encounter inclement weather, check the procedure with your cooperating teacher or
the school office. Ask, what the procedure is when school must be cancelled for snow days.
How will you be notified or what radio station, TV station, website, etc. should you check
for confirmation?
14
Qualities of Effective Teachers
This information was compiled from Qualities of Effective Teachers. Stronge, James H.
Virginia: Association for Supervision and Curriculum Development. (2002).
P. 17
Effective teachers pay attention to what students have to say.
Effective teachers have a good sense of humor and are willing to share jokes.
Effective teachers work with students as opposed to doing things to or for them.
p. 27
Effective teachers establish routines for all daily tasks and needs.
Effective teachers can anticipate potential problems as a means to limit disruption.
p. 31
Effective teachers interpret and respond to inappropriate behaviors promptly.
Effective teachers maintain clear rules and procedures and establish credibility with students through fair
and consistent implementation of discipline.
Effective teachers reinforce and reiterate the expectations for positive behavior.
p. 34
Effective teachers see consistency and organization in their classrooms as important because they allow
the central focus of classroom time to be on teaching and learning.
p. 36
Effective teachers
follow a consistent schedule and maintain the procedures and routines established at the beginning of
the year.
handle administrative tasks quickly and efficiently.
prepare materials in advance
make clear and smooth transitions.
limit disruptions and interruptions through appropriate behavior management techniques.
p. 37
Effective teachers not only express and clarify expectations for student achievement, but also stress
student responsibility and accountability for striving to meet those expectations.
p. 49
Effective teachers are accepting, supportive, and persistent in challenging and engaging students in all
aspects of instruction.
Effective teachers vary not only their own instructional strategies, but also the types of assignments and
activities given to students to support increased student engagement.
p. 54
Effective teachers provide specific goals and guidelines for homework and allow students to meet those
requirements in various creative ways.
Effective teachers list homework as an important element in students’ success.
Homework is more effective in influencing student achievement when it is graded, commented on, and
discussed in class.
p. 55
Only 14 percent of teachers reported assigning homework for at least one half-hour per night.
For every additional 30 minutes spent on homework a night, high school students may increase their
grade point average by half a point.
p. 57
Effective teachers plan and implement good monitoring strategies by targeting questions to the lesson
objectives.
15
Effective teachers think through likely misconceptions that may occur during instruction and monitor
students for signs of these misconceptions.
Positive Qualities of an Effective Teacher
P. 78
Assumes ownership for the classroom and the students’ success
Uses personal experiences as examples in teaching
Communicates clearly
Admits to mistakes and corrects them immediately
Thinks about and reflects on practice
Displays a sense of humor
Dresses appropriately for the position
Maintains confidential trust and respect
Is structured, yet flexible and spontaneous
Is responsive to situations and students’ needs
Enjoys teaching and expects students to enjoy learning
Looks for the win-win situation in conflict situations
Listens attentively to student questions and comments
Responds to students with respect even in difficult situations
Communicates high expectations consistently
Treats students equally and fairly
Maintains a professional manner at all times
Addresses students by name
Speaks in an appropriate tone and volume
Works actively with students
Expectations for Teachers
P. 82 -87
Lesson plans are written for every school day
Uses a variety of activities and strategies to engage students
Provides feedback (verbal, nonverbal, and written)
Has high number of students actively engaged in the class continuously
Grades homework
Enables students to track their own performances
Documents student progress and achievement
Circulates in the room to assist students and provide praise
Keeps a log of parent communication
Uses appropriate and clear language in communications (written and verbal)
Participates in Individualized Education Program (IEP) meetings for special-needs students
Attends grade-level, department, or unit meetings
Is a team player
Attends and participates in faculty and other school committee meetings
Performs assigned duties
Works collaboratively with faculty and staff
Attends professional development opportunities
Submits required reports on time and accurately
Keeps an accurate and complete grade book
Submits grades on time
16
8-POINT LESSON PLAN FORMAT
For the UWGB Professional Program in Education
Adopted 8/29/13
Lesson topic:
Standards:
Content Learning Objectives:
Key Academic Language Objectives:
Guiding Question:
Activities/Procedures:
Materials:
Assessment:
17
Lesson Plan Components
1. Topic/Subject Area/Unit/Theme
a. Curriculum Connection
b. Appropriate developmental level
2. Objectives
a. Clearly written
b. Measurable
c. Comprehensive to purpose of lesson
3. Standards/Benchmarks
4. Procedure/Method
a. What
b. How
c. Why
5. Duration/Pacing
6. Materials/Resources
a. Complete/detailed list of resources
b. Substantial and effective
c. Appropriate to objective and students
7. Accommodations
a. Vary according to expectations and level
8. Assessment
a. Pre/post Assessment
b. Summative/formative
c. Valid
d. At proficient:
i. Clearly measures objective (appropriate and purposeful)
ii. Achievement/target match
iii. Includes documentation methods
9. Personal/professional objectives for student teacher/teacher
a. Self-assessment
b. Reflection
Information provided by Green Bay Public School District
18
School Personnel Information
First Placement School: __________________________________________________
Cooperating Teacher ______________________________Phone No.______________
E-mail Address_________________________________________________________
Second Placement School: _______________________________________________
Cooperating Teacher ______________________________Phone No.______________
E-mail Address_________________________________________________________
Student Teaching Coordinator Jamie Froh Tyrrell Phone No. 920-465-2835
E-mail [email protected]________________________________
(Call or e-mail and leave a message that you are sick and will not be reporting to school.)
University Supervisor ____________________________Phone No.______________
E-mail Address_________________________________________________________
University Supervisor ______________________________Phone No.______________
E-mail Address_________________________________________________________
University Advisor________________________________ Phone No.______________
E-mail Address_________________________________________________________
School Personnel
You will probably receive a staff directory; however, you may wish to note the names of the
people who will be working with you. Know names and ALWAYS thank them for helping you.
Principal/Administrator:
(Thank him/her for allowing you to student teach in their
school.)
Assistant Principal/Administrator:
Department Chair/Team Leader:
Secretaries
Aides
Custodians
School Nurse
School Security Officer
School Psychologist
School Counselor/Guidance Counselors
Other Student Teachers in Your School.
Teachers in Your School
Other School Personnel:
Police Liaison Officer
Student Services Personnel
Special Services Personnel
Speech/Hearing Specialist
Social Worker
Media/Resource Center Personnel
Computer Resource Personnel
Athletic Coordinator/ Coach
[Type here]
Professional Program in Education
University of Wisconsin Green Bay
Student Teaching Observation/Evaluation Form For use by both the cooperating teacher and university supervisor
First Placement: (CHECK ONE) Second Placement: _____ 1st Observation _____ 2nd Observation _____ 1st Observation_____2nd Observation
Date of Visit____________________ Class Period or Time of Visit______________________________
Student Teacher______________________________________________________________
School____________________________________City______________________________
Observer/Evaluator_____________________________________________________________________________
(Please Print Your Name)
Subject(s)/Grade(s)______________________________________________________________________________
Topic(s) for Lesson__________________________________________________________
Teaching Method(s) Used________________________________________________________________________
Background Information: Students completing the teacher education program at the University of Wisconsin Green Bay are
expected to demonstrate competence with respect to the Ten Wisconsin Teacher Standards identified by the Wisconsin Department of
Public Instruction.
Directions: For each standard, please assess the student’s level of competence based on your observations and
experience with the student. Please provide your assessment by using the following assessment scale. Also provide any
specific examples or suggestions for the student teacher.
Assessment Scale: 4 - Advanced. Extensive evidence of meeting or exceeding the criterion.
3 - Proficient. Adequate evidence that the criterion has been met.
2 - Basic. Some evidence that criterion has been met.
1 - Unacceptable. Little or no evidence of meeting the criterion
(Please note: All standards must be observed before a student can receive a final passing grade)
Did the student teacher give you lessons plans? YES NO 1. Teachers know the subjects they are teaching. The teacher understands the central
concepts, tools of inquiry, structures of the discipline(s) he or she teaches and can create
learning experiences that make these aspects of subject matter meaningful for students.
1 2 3 4
The student teacher exemplifies this standard because he/she
effectively uses multiple representations and explanations of disciplinary concepts that capture key ideas and links them to
students’ prior understanding
uses differing “ways of knowing,” and methods of inquiry in teaching concepts
uses teaching resources, curriculum materials, and content area standards
develops and uses curricula that encourages students to see, question, and interpret ideas from diverse perspectives
creates interdisciplinary learning experiences that encourage students to integrate knowledge, skills, and methods of inquiry from
several subject areas 2. Teachers know how children grow. The teacher understands how children with broad
ranges of ability learn and provides instruction that support their intellectual, social, and
personal development.
1 2 3 4
[Type here]
The student teacher exemplifies this standard because he/she
models respect toward students and expects students to demonstrated respect for the teacher and for other students
uses pedagogical approaches that address the developmental attributes of students
uses formal and informal methods to observe student-learning
uses instructional strategies that promote student learning for a wide range of student abilities
encourages self-assurance in all students
plans lessons that facilitate and enhance independent learning and thinking
3. Teachers understand that children learn differently. The teacher understands how
students differ in their approaches to learning and the barriers that impede learning and can
adapt instructions to meet the diverse needs of pupils, including those with disabilities and
exceptionalities
1 2 3 4
The student teacher exemplifies this standard because he/she
understands and identifies differences in learning and performance
determines the stages of development, learning styles, learning differences, strengths, and needs of students
creates a learning community in which individual differences are respected and in which the students learn to value each other
uses understanding of students, families, cultures and communities to implement instruction and assessment
differentiates instruction and assessment to meet the needs of all learners
shows positive disposition toward students with cognitive, emotional, cultural, and physical differences
encourages, accepts, and values diverse opinions from students
4. Teachers know how to teach. The teacher understands and uses a variety of instructional
strategies, including the use of technology, to encourage students’ development of critical
thinking, problem solving, and performance skills.
1 2 3 4
The student teacher exemplifies this standard because he/she
uses a variety of teaching and learning strategies as appropriate
incorporates varying levels of cognitive challenges in learning activities
designs lessons to encourage critical thinking and problem solving processes
constantly monitors and adjusts strategies in response to learner feedback
shows a willingness to incorporate various instructional methods including technology when appropriate
values flexibility and reciprocity in the teaching process and adapts instruction to students’ responses, ideas, and needs
5. Teachers know how to manage a classroom. The teacher uses an understanding of
individual and group motivation and behavior to create a learning environment that
encourages positive social interaction, active engagement in learning, and self-motivation.
1 2 3 4
The student teacher exemplifies this standard because he/she
selects and applies appropriate models of discipline
designs and applies effective strategies to increase and maintain student motivation
designs learning activities that increase student motivation
structures the classroom environment to promote positive social relationships for learning
is sensitive to and has empathy for the differences in student behavior and motivation
has confidence in managing and motivating individual learners and entire class 6. Teachers communicate well. The teacher uses effective verbal and nonverbal
communication techniques as well as instructional media and technology to foster active
inquiry, collaboration, and supportive interaction in the classroom.
1 2 3 4
The student teacher exemplifies this standard because he/she
demonstrates basic technology literacy and effectively uses available technology
uses effective verbal and non-verbal communication skills
uses communication styles that demonstrate flexibility in adapting to a variety of factors (gender, race, ethnicity, and exceptionality)
prepares and implements instruction that effectively integrates a variety of technology tools when available
7. Teachers are able to plan different kinds of lessons.. The teacher organizes and plans
systematic instruction based upon knowledge of subject matter, pupils, the community, and
curriculum goals.
1 2 3 4
The student teacher exemplifies this standard because he/she
understands the elements of effective instruction
designs instruction with the essential components using an effective format and organization
designs instruction that effectively addresses issues of culture, disability, and learning style
designs instructions with standards, benchmarks and assessments embedded and identified
is sensitive to the importance of addressing diversity throughout the curriculum
[Type here]
8. Teachers know how to test for student progress. The teacher understands and uses
formal and informal assessment strategies to evaluate and ensure the continuous intellectual,
social, and physical development of the pupil.
1 2 3 4
The student teacher exemplifies this standard because he/she
effectively uses a variety of strategies and/or tools to assess student learning
uses the appropriate method of assessment for the type of learning target/outcome
assesses the reliability and validity of assessment instruments
documents changes in student learning
9. Teachers are able to evaluate themselves. The teacher is a reflective practitioner who
continually evaluates the effect of his or her choices and actions on pupils, parents,
professionals in the learning community and others and who actively seeks out opportunities
to grow professionally.
1 2 3 4
The student teacher exemplifies this standard because he/she
critiques own classroom organization and management techniques and decides on appropriate plans
demonstrates appropriate student-teacher classroom interaction
possesses the personal and professional attributes of an effective teacher
analyzes behaviors of effective teachers
demonstrates a desire and commitment to teaching and learning
uses reflection as a practice for growth
10. Teachers are connected with other teachers and the community. The teacher fosters
relationships with school colleagues, parents, and agencies in the larger community to
support pupil learning and wellbeing and who acts with integrity, fairness and in an ethical
manner.
1 2 3 4
The student teacher exemplifies this standard because he/she
is knowledgeable about various community and family environments
effectively works with families, students and community support organizations
develops positive working relationships with schools, community, school personnel, and parents
attends professional development activities in the school district
participates in professional organizations
Summary of Activity Observed/Observation Notes:
Recommendations
Please note: This form is used by both the cooperating teacher and the university supervisor to provide a consistent assessment tool
for assessing the progress of the student teacher using the Ten Wisconsin Teacher Standards. The cooperating teacher should
complete the form after approximately 4 1/2 weeks AND near the end of the quarter. It is not necessary to obtain the signature of the
university supervisor on the cooperating teacher’s evaluation. Please discuss the evaluation with the student teacher.
UNIVERSITY SUPERVISOR: Did the Student, Cooperating Teacher and University Supervisor discuss the student’s
progress in a three-way conference after this supervisory visit? YES _________ NO__________
_________________________________________ __________________________________________
Name of Evaluator (Print) Signature of University Supervisor (when appropriate)
_________________________________________ __________________________________________
Signature of Student Signature of Cooperating Teacher
[Type here]
University of Wisconsin – Green Bay
Professional Program in Education Student Teaching Observation/Evaluation Report
Observation Notes/Recommendations
(This space is provided if you need additional space for comments)
Student___________________________________________ Date ______________________________
School Name ____________________________________________________________________________
[Type here]
UNIVERSITY OF WISCONSIN – GREEN BAY Professional Program in Education
University Supervisor/Cooperating Teacher Recommendation for Teacher Certification
Please submit this form with the Final Evaluation form at, or near, the conclusion of student teaching or intern experience.
1. Student Name __________________________________________________________________
2. School (s) ______________________________________________________________________
3. Length of Assignment: 9 weeks _____ 18 weeks _____
4. Subject(s) Taught: ____________________________________________
5. Grade Level (s): ______________________________________________
6. Estimated # of days absent: ______ Estimated # of days tardy: ______
My overall assessment of this student teacher/intern (Choose One): ___________ I highly recommend that this student be considered for licensure. ___________ I recommend that this student be considered for licensure. ___________ I recommend with reservations that this student be considered for licensure.
Please identify your concerns below. ___________ I do not recommend that this student be considered for licensure. The student needs to meet the
following conditions to receive a positive recommendation for licensure from me. Comments/Recommendations: Signature of Evaluator ____________________________________________ Date ______________ RETURN TO: Education Office
University of Wisconsin-Green Bay
2420 Nicolet Drive
Green Bay, WI 54311-7001
Cooperating
Teacher
Only
[Type here]
UNIVERSITY OF WISCONSIN – GREEN BAY
Professional Program in Education PROFESSIONAL ACTIVITIES LOG
NAME_____________________________________________________________________________________
Keep a log of the professional activities that you attend during your student teaching/intern experience. These
activities could include faculty meetings, in-services, home/school meetings, local teachers’ organization
meetings, staff development workshops, and teachers’ conferences. Include in your portfolio.
Date: _________________________________ Place: _________________________________________________
Activity:
Date: _________________________________ Place: _________________________________________________
Activity:
Date: _________________________________ Place: _________________________________________________
Activity:
Date: _________________________________ Place: _________________________________________________
Activity:
Date: _________________________________ Place: _________________________________________________
Activity:
[Type here]
UNIVERSITY OF WISCONSIN – GREEN BAY
Professional Program in Education TEACHING ACTIVITIES LOG
NAME_______________________________________________________________________________
SCHOOL_____________________________________________________________________________
Cooperating Teacher(s)__________________________________________________________________
Keep a log of how you spend your time (estimated time) during your student teaching/intern experience. These
activities would include observing your cooperating teacher, observing other teachers, lesson preparation, actual
teaching time*(actual time you were in charge of the lesson), assessment time, assisting students one-on-one or in
small groups, assisting the cooperating teacher, meeting with the cooperating teacher, meeting with the university
supervisor, calling parents, meeting with parents, etc.
Week 1 Date(s): _________________________________ Absent:_________________
_____ Observing _____Assessing students work _____Cooperating Teacher _____Meetings _____Parents
_____Teaching* _____Preparing lessons _____Students (Small Group/Individual) _____Reports
Comments:
Week 2 Date(s): _________________________________ Absent:_________________
_____ Observing _____Assessing students work _____Cooperating Teacher _____Meetings _____Parents
_____Teaching* _____Preparing lessons _____Students (Small Group/Individual) ____Reports
Comments:
Week 3 Date(s): _________________________________ Absent:_________________
_____ Observing _____Assessing students work _____Cooperating Teacher _____Meetings ____Parents
_____Teaching* _____Preparing lessons _____Students (Small Group/Individual) _____Reports
Comments:
[Type here]
Week 4 Date(s): _________________________________ Absent:_________________
_____ Observing _____Assessing students work _____Cooperating Teacher _____Meetings ____Parents
_____Teaching* _____Preparing lessons _____Students (Small Group/Individual) _____Reports
Comments:
Week 5 Date(s): _________________________________ Absent:_________________
_____ Observing _____Assessing students work _____Cooperating Teacher _____Meetings ____Parents
_____Teaching* _____Preparing lessons _____Students (Small Group/Individual) _____Reports
Comments:
Week 6 Date(s): _________________________________ Absent:_________________
_____ Observing _____Assessing students work _____Cooperating Teacher _____Meetings ____Parents
_____Teaching* _____Preparing lessons _____Students (Small Group/Individual) _____Reports
Comments:
Week 7 Date(s): _________________________________ Absent:_________________
_____ Observing _____Assessing students work _____Cooperating Teacher _____Meetings ____Parents
_____Teaching* _____Preparing lessons _____Students (Small Group/Individual) _____Reports
Comments:
Week 8 Date(s): _________________________________ Absent:_________________
_____ Observing _____Assessing students work _____Cooperating Teacher _____Meetings ____Parents
_____Teaching* _____Preparing lessons _____Students (Small Group/Individual) _____Reports
Comments:
Week 9 Date(s): _________________________________ Absent:_________________
_____ Observing _____Assessing students work _____Cooperating Teacher _____Meetings ____Parents
_____Teaching* _____Preparing lessons _____Students (Small Group/Individual) _____Reports
Comments: